Abstract In the German-speaking world, communication within institutions, in particular universities, is generally expected to be conducted in Standard German. This paper investigates whether this notion aligns with the perceptions and attitudes of lecturers at Viennese universities and children’s universities. The five major Viennese universities were, due to their broad catchment area resulting in a diverse (in terms of both geographic origin and linguistic background) teaching staff and student body, chosen for participant recruitment. The research question is addressed by empirically examining lecturers’ self-assessment of their usage of standard and regional varieties of German in the two different contexts of teaching, i. e. at universities and children’s universities, using an online questionnaire. The findings show that intra-individual variation is used by lecturers as a functional resource to create specific contexts and meanings during teaching. Across the whole investigation, teachers in the middle and oldest age groups perceived their use of language variation as more consistent than the younger group. Results indicate that the way lecturers speak at university significantly affects how they speak at children’s university. In conclusion, regarding different situational constellations and activities, a clear context-specific use of the whole variational spectrum can be observed.
{"title":"Formen, Verwendungen und Funktionen von Sprachvariation","authors":"Lisa Krammer","doi":"10.1515/zfal-2022-2078","DOIUrl":"https://doi.org/10.1515/zfal-2022-2078","url":null,"abstract":"Abstract In the German-speaking world, communication within institutions, in particular universities, is generally expected to be conducted in Standard German. This paper investigates whether this notion aligns with the perceptions and attitudes of lecturers at Viennese universities and children’s universities. The five major Viennese universities were, due to their broad catchment area resulting in a diverse (in terms of both geographic origin and linguistic background) teaching staff and student body, chosen for participant recruitment. The research question is addressed by empirically examining lecturers’ self-assessment of their usage of standard and regional varieties of German in the two different contexts of teaching, i. e. at universities and children’s universities, using an online questionnaire. The findings show that intra-individual variation is used by lecturers as a functional resource to create specific contexts and meanings during teaching. Across the whole investigation, teachers in the middle and oldest age groups perceived their use of language variation as more consistent than the younger group. Results indicate that the way lecturers speak at university significantly affects how they speak at children’s university. In conclusion, regarding different situational constellations and activities, a clear context-specific use of the whole variational spectrum can be observed.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2022 1","pages":"30 - 63"},"PeriodicalIF":0.0,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45016934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In the last years, gender-sensitive language use has become an important issue of public debate in Germany and many other countries. The generic use of masculine forms in particular has been widely criticised. How, for example, public figures and politicians, both in government and of the opposition, refer to groups comprised of diverse genders is therefore scrutinised by the general public and routinely commented on in the media. In this paper, we analyse the language use of candidates for German chancellor and federal state prime minister, respectively, in televised pre-election debates – i. e. the most important single campaign event – from 1997 to 2020. Focussing on references to voters (Wählerinnen [FEM] or Wähler [MASC]) and to citizens (Bürgerinnen [FEM] or Bürger [MASC]), we quantitatively investigate the following research questions: Has the use of gender-sensitive expressions increased over the years? Are female candidates more likely to use gender-sensitive language than male candidates? Is there a preference for gender-sensitive language (as opposed to using the generic masculine) among candidates on the left of the political spectrum compared to conservative candidates?
{"title":"Geschlechtersensibler Sprachgebrauch im Wahlkampf? Eine diachrone Analyse von TV-Duellen in Deutschland","authors":"J. Schneider, Georg Albert, J. Bast, J. Maier","doi":"10.1515/zfal-2022-2081","DOIUrl":"https://doi.org/10.1515/zfal-2022-2081","url":null,"abstract":"Abstract In the last years, gender-sensitive language use has become an important issue of public debate in Germany and many other countries. The generic use of masculine forms in particular has been widely criticised. How, for example, public figures and politicians, both in government and of the opposition, refer to groups comprised of diverse genders is therefore scrutinised by the general public and routinely commented on in the media. In this paper, we analyse the language use of candidates for German chancellor and federal state prime minister, respectively, in televised pre-election debates – i. e. the most important single campaign event – from 1997 to 2020. Focussing on references to voters (Wählerinnen [FEM] or Wähler [MASC]) and to citizens (Bürgerinnen [FEM] or Bürger [MASC]), we quantitatively investigate the following research questions: Has the use of gender-sensitive expressions increased over the years? Are female candidates more likely to use gender-sensitive language than male candidates? Is there a preference for gender-sensitive language (as opposed to using the generic masculine) among candidates on the left of the political spectrum compared to conservative candidates?","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2022 1","pages":"93 - 123"},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45530856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Szczepaniak, Renata, Dücker, Lisa & Hartmann, Stefan (Hrsg.). 2020. Hexenverhörprotokolle als sprachhistorisches Korpus. Fallstudien zur Erschließung der frühneuzeitlichen Schriftsprache. Berlin & Boston: Walter de Gruyter. 297 S., € 99,95, ISBN 978-3-11-067891-8.","authors":"Friedrich Markewitz","doi":"10.1515/zfal-2022-2083","DOIUrl":"https://doi.org/10.1515/zfal-2022-2083","url":null,"abstract":"","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2022 1","pages":"130 - 138"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44346595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In a growing number of schools, class councils are a regularly practiced interactional format to support pupils’ participation in decision making processes as well as the development of social competence. Whether class councils should also be used to resolve social conflicts, however, is controversial. While the class council is viewed as a suitable opportunity to discuss the pupils’ diverging views in many studies, others are highly critical of this idea, citing the potential effects of conflicting requirements. In this article, we take a conversation analytical approach to how the rhetorical practices and social competence of 9- to 15-year-old pupils and the teacher involvement affect the ways in which conflicts are resolved. Focusing on practices of addressing and social positioning, we analyse how the complex requirements of collective conflict resolution are interactionally dealt with during class councils. Our analysis shows that, on a structural level, the participants are confronted with three facets of processing and resolving social conflicts: reconstruction, resolution and organization. Against the backdrop of these core categories, we propose several practical considerations aimed at increasing teachers’ awareness of the interactional requirements of collaborative conflict resolution.
{"title":"„aber ich finds ein bisschen HEIkel eben,“","authors":"S. Hauser, Judith Kreuz","doi":"10.1515/zfal-2022-2079","DOIUrl":"https://doi.org/10.1515/zfal-2022-2079","url":null,"abstract":"Abstract In a growing number of schools, class councils are a regularly practiced interactional format to support pupils’ participation in decision making processes as well as the development of social competence. Whether class councils should also be used to resolve social conflicts, however, is controversial. While the class council is viewed as a suitable opportunity to discuss the pupils’ diverging views in many studies, others are highly critical of this idea, citing the potential effects of conflicting requirements. In this article, we take a conversation analytical approach to how the rhetorical practices and social competence of 9- to 15-year-old pupils and the teacher involvement affect the ways in which conflicts are resolved. Focusing on practices of addressing and social positioning, we analyse how the complex requirements of collective conflict resolution are interactionally dealt with during class councils. Our analysis shows that, on a structural level, the participants are confronted with three facets of processing and resolving social conflicts: reconstruction, resolution and organization. Against the backdrop of these core categories, we propose several practical considerations aimed at increasing teachers’ awareness of the interactional requirements of collaborative conflict resolution.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2022 1","pages":"1 - 29"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49001885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Since spring 2020, the SARS-CoV-2 pandemic has presented an international challenge that requires expert knowledge from a wide variety of disciplines. From the very beginning, virological expertise was particularly in demand in order to advise politicians and to inform the population about the virus, its multiplication rate and its spread as well as typical symptoms of an infection. Virological expertise has been mediated through institutions that specialize in science communication and science journalism (e. g. the Science Media Center Germany in Cologne) and to a large extent through mass media. Against this backdrop, this article explores the demarcation practices of virologists in political talk shows. Our corpus consists of 25 political talk shows which were broadcast on publicly available channels in Germany between March 2020 and April 2021. The article addresses the tensions between the domains of science, politics, and media and demonstrates how virologists try to maintain and defend the borders between these domains. On the basis of interactional linguistics, we analyse the pointing practices of three virologists (Melanie Brinkmann, Alexander Kekulé and Hendrik Streeck) to identify crucial demarcation practices employed.
{"title":"Der geordnete Rückzug. Sprachliche Grenzziehungen von Virolog*innen in Polit-Talkshows","authors":"Sina Lautenschläger, Lisa Rhein","doi":"10.1515/zfal-2022-2080","DOIUrl":"https://doi.org/10.1515/zfal-2022-2080","url":null,"abstract":"Abstract Since spring 2020, the SARS-CoV-2 pandemic has presented an international challenge that requires expert knowledge from a wide variety of disciplines. From the very beginning, virological expertise was particularly in demand in order to advise politicians and to inform the population about the virus, its multiplication rate and its spread as well as typical symptoms of an infection. Virological expertise has been mediated through institutions that specialize in science communication and science journalism (e. g. the Science Media Center Germany in Cologne) and to a large extent through mass media. Against this backdrop, this article explores the demarcation practices of virologists in political talk shows. Our corpus consists of 25 political talk shows which were broadcast on publicly available channels in Germany between March 2020 and April 2021. The article addresses the tensions between the domains of science, politics, and media and demonstrates how virologists try to maintain and defend the borders between these domains. On the basis of interactional linguistics, we analyse the pointing practices of three virologists (Melanie Brinkmann, Alexander Kekulé and Hendrik Streeck) to identify crucial demarcation practices employed.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2022 1","pages":"64 - 92"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49386706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The study of signage in educational settings (‘schoolscape’) is a recent development in linguistic landscape research. Some approaches to schoolscapes focus on signs in schools of various types, which are coded for formal and functional characteristics, including language choice. Other approaches examine signs alongside spatial practices, e. g. the arrangement of furniture and classroom activities, thereby taking the viewpoints of teachers, students and parents into consideration. The research presented in this paper centers on school signs. We propose an analytical framework for schoolscape research which integrates the geosemiotic framework by Scollon and Scollon (2003), the classification of school signage by Gorter and Cenoz (2015), the notion of ‘sign genres’ from linguistic landscape studies and text linguistics, and a context-sensitive approach to spatial differences within educational institutions. Our framework includes four interlocking levels of examination: (a) discourses, i. e. knowledge-and-power configurations, indexed by a sign; (b) genres by which a discourse is materialized in space; (c) a sign’s precise spatial location, e. g. a classroom as opposed to the school foyer, and (d) the semiotic resources that are routinely deployed for various genres of school signage. Empirical evidence comes from a case study of a secondary school in Hamburg, with more than 550 signs photographed and coded. The paper presents an exhaustive analysis of this data in terms of seven discourses, each materialized by a number of genres and with a specific spatial distribution in the school. The potential of this framework for future schoolscape research is discussed.
{"title":"Die Sprachlandschaft des schulischen Raums","authors":"Jannis K. Androutsopoulos, Franziska Kuhlee","doi":"10.1515/zfal-2021-2065","DOIUrl":"https://doi.org/10.1515/zfal-2021-2065","url":null,"abstract":"Abstract The study of signage in educational settings (‘schoolscape’) is a recent development in linguistic landscape research. Some approaches to schoolscapes focus on signs in schools of various types, which are coded for formal and functional characteristics, including language choice. Other approaches examine signs alongside spatial practices, e. g. the arrangement of furniture and classroom activities, thereby taking the viewpoints of teachers, students and parents into consideration. The research presented in this paper centers on school signs. We propose an analytical framework for schoolscape research which integrates the geosemiotic framework by Scollon and Scollon (2003), the classification of school signage by Gorter and Cenoz (2015), the notion of ‘sign genres’ from linguistic landscape studies and text linguistics, and a context-sensitive approach to spatial differences within educational institutions. Our framework includes four interlocking levels of examination: (a) discourses, i. e. knowledge-and-power configurations, indexed by a sign; (b) genres by which a discourse is materialized in space; (c) a sign’s precise spatial location, e. g. a classroom as opposed to the school foyer, and (d) the semiotic resources that are routinely deployed for various genres of school signage. Empirical evidence comes from a case study of a secondary school in Hamburg, with more than 550 signs photographed and coded. The paper presents an exhaustive analysis of this data in terms of seven discourses, each materialized by a number of genres and with a specific spatial distribution in the school. The potential of this framework for future schoolscape research is discussed.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"195 - 243"},"PeriodicalIF":0.0,"publicationDate":"2021-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43364767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sascha Wolfer, F. Michaelis, Carolin Müller-Spitzer
Abstract Dictionary usage research views dictionaries primarily as tools for solving linguistic problems. A large proportion of dictionary use now takes place online and can thus be easily monitored using tracking technologies. Using the data gathered through tracking usage data, we hope to optimize user experiences of dictionaries and other linguistic resources. Usage statistics are also used for external evaluation of linguistic resources. In this paper, we pursue the following three questions from a quantitative perspective: (1) What new insights can we gain from collecting and analysing usage data? (2) What limitations of the data and/or the collection process do we need to be aware of? (3) How can these insights and limitations inform the development and evaluation of linguistic resources?
{"title":"Nutzungsstatistiken von linguistischen Online-Ressourcen: Potentiale und Limitationen","authors":"Sascha Wolfer, F. Michaelis, Carolin Müller-Spitzer","doi":"10.1515/zfal-2021-2070","DOIUrl":"https://doi.org/10.1515/zfal-2021-2070","url":null,"abstract":"Abstract Dictionary usage research views dictionaries primarily as tools for solving linguistic problems. A large proportion of dictionary use now takes place online and can thus be easily monitored using tracking technologies. Using the data gathered through tracking usage data, we hope to optimize user experiences of dictionaries and other linguistic resources. Usage statistics are also used for external evaluation of linguistic resources. In this paper, we pursue the following three questions from a quantitative perspective: (1) What new insights can we gain from collecting and analysing usage data? (2) What limitations of the data and/or the collection process do we need to be aware of? (3) How can these insights and limitations inform the development and evaluation of linguistic resources?","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"395 - 430"},"PeriodicalIF":0.0,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49061394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stefanie Bredthauer, Marco Triulzi, Magdalena Kaleta, Stefanie Helbert, Leon Wörmann
Abstract In 2013 and 2015, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) passed resolutions based on theoretical and empirical research that called for the integration of multilingualism in textbooks for all subjects. The aim of these resolutions is to recognise and make use of all the resources, i. e. all the experience and skills, that students bring to the classroom to promote their development and to portray the great diversity of their environments. In the project SAMMELN, 33 textbooks for 17 subjects were quantitatively analysed, resulting in N=2,301 occurrences. The results show that, although multilingual elements regularly appear in textbooks across all subjects, these consist mainly of single words or phrases and are rarely included into tasks. Furthermore, the prevalence of languages that are frequently taught in German schools and of languages that are no longer spoken, is remarkable. In contrast, heritage languages that are commonly found in Germany, are rarely represented. These results suggest that multilingual elements present in textbooks are of predominantly decorative nature with little potential for multilingual pedagogy and without any connection to the language environment of the students.
{"title":"Deko oder Didaktik? Mehrsprachigkeit in Schulbüchern für Sachfächer","authors":"Stefanie Bredthauer, Marco Triulzi, Magdalena Kaleta, Stefanie Helbert, Leon Wörmann","doi":"10.1515/zfal-2021-2066","DOIUrl":"https://doi.org/10.1515/zfal-2021-2066","url":null,"abstract":"Abstract In 2013 and 2015, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) passed resolutions based on theoretical and empirical research that called for the integration of multilingualism in textbooks for all subjects. The aim of these resolutions is to recognise and make use of all the resources, i. e. all the experience and skills, that students bring to the classroom to promote their development and to portray the great diversity of their environments. In the project SAMMELN, 33 textbooks for 17 subjects were quantitatively analysed, resulting in N=2,301 occurrences. The results show that, although multilingual elements regularly appear in textbooks across all subjects, these consist mainly of single words or phrases and are rarely included into tasks. Furthermore, the prevalence of languages that are frequently taught in German schools and of languages that are no longer spoken, is remarkable. In contrast, heritage languages that are commonly found in Germany, are rarely represented. These results suggest that multilingual elements present in textbooks are of predominantly decorative nature with little potential for multilingual pedagogy and without any connection to the language environment of the students.","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"244 - 275"},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42424081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract To people with impairments, communicating their capabilities to participate in social life is a central issue. In this paper, we examine these very capabilities in the context of the use of the German modal verb können. We show that in the present data – group conversations from ‘Future Workshops’ embedded in the research project ‘Gut leben in NRW’ – the modal verb functions as a communicative resource which participants use to mark and articulate their own capabilities on a linguistic as well as interactional level, to negotiate them and to position themselves along with it. On the methodological level, concepts from two different disciplines are linked: the social science capability approach of Sen (2010) and Nussbaum (1999) and conversation analysis according to Deppermann (2008 [1999])
{"title":"‚können‘ als kommunikative Ressource zur Markierung des Möglichkeitsraums bei Teilhabeeinschränkungen","authors":"Justine Kohl, Gudrun Dobslaw","doi":"10.1515/zfal-2021-2067","DOIUrl":"https://doi.org/10.1515/zfal-2021-2067","url":null,"abstract":"Abstract To people with impairments, communicating their capabilities to participate in social life is a central issue. In this paper, we examine these very capabilities in the context of the use of the German modal verb können. We show that in the present data – group conversations from ‘Future Workshops’ embedded in the research project ‘Gut leben in NRW’ – the modal verb functions as a communicative resource which participants use to mark and articulate their own capabilities on a linguistic as well as interactional level, to negotiate them and to position themselves along with it. On the methodological level, concepts from two different disciplines are linked: the social science capability approach of Sen (2010) and Nussbaum (1999) and conversation analysis according to Deppermann (2008 [1999])","PeriodicalId":53445,"journal":{"name":"Zeitschrift fur Angewandte Linguistik","volume":"2021 1","pages":"276 - 304"},"PeriodicalIF":0.0,"publicationDate":"2021-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44914431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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